Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12
The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing
standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former
providing broad standards, the latter providing additional specificity.
Grades 6–8 students:
1. Write arguments focused on discipline-specific
content.
a. Introduce claim(s) about a topic or issue,
acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and
relevant, accurate data and evidence that
demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section
that follows from and supports the argument
presented.
Reading Standards for Literacy in History/Social Studies 6–12
The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading
standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former
providing broad standards, the latter providing additional specificity
Grades 6-8 students
1. Cite specific textual evidence to support analysis
of primary and secondary sources
2. Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of the source distinct from prior
knowledge or opinions.
3. Identify key steps in a text’s description of a
process related to history/social studies (e.g., how
a bill becomes law, how interest rates are raised
or lowered).
4. Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12
The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing
standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former
providing broad standards, the latter providing additional specificity.
Grades 6–8 students:
1. Write arguments focused on discipline-specific
content.
a. Introduce claim(s) about a topic or issue,
acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and
relevant, accurate data and evidence that
demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section
that follows from and supports the argument
presented.
Reading Standards for Literacy in History/Social Studies 6–12
The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading
standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former
providing broad standards, the latter providing additional specificity
Grades 6-8 students
1. Cite specific textual evidence to support analysis
of primary and secondary sources
2. Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of the source distinct from prior
knowledge or opinions.
3. Identify key steps in a text’s description of a
process related to history/social studies (e.g., how
a bill becomes law, how interest rates are raised
or lowered).
4. Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.